Digital Resilience Cyber Bullying Lesson Plan€¦ · worksheet activities. The Childnet package is...

DIGITAL RESILIENCE & ONLINE SAFETY AUGUST 2018

Lesson Package DIGITAL RESILIENCE & ONLINE SAFETY SYNOPSIS A resource package aimed at encouraging children to understand the risks of being online and how to develop resilience against cyber-bullying. This resource has been produced by Avon and Somerset but draws heavily on resources produced by Childnet. The Childnet resources have been condensed to produce a package which takes into account the PSHE agenda but also allows time to provide a police perspective. OFSTED CRITERIA The PSHE programme of study is divided into three core themes: 1. Health and Wellbeing 2. Relationships 3. Living in the Wider World. This lesson plan on DIGITAL RESILIENCE AND ONLINE SAFETY encompasses the following: Theme 1 (Health and Wellbeing): KS3: H2, KS4: H1, H6, Theme 2 (Relationships): KS3: R35, R36, R37. KS4: R7. Theme 3 (Living in the Wider World): KS3: L4, L9, L17. KS4: L9. ALTERNATIVES If you prefer, you can access the Childnet resources ‘Gone Too Far’ which contain a lesson plan and guidance notes along with a video, power point presentation and worksheet activities. The Childnet package is a complete package in its own right and has been designed to fit within the context of the wider PSHE curriculum. http://www.childnet.com/resources/pshetoolkit/cyberbullying Public Health England have produced a series of PSHE packages aimed at 11-16 year olds (KS3 and 4). Each topic includes a lesson plan and supporting materials and is a complete, self-contained package. The packages include one on cyberbullying and one on online stress and fear of missing out when using social media. https://campaignresources.phe.gov.uk/schools/topics/rise-above/overview Share Aware is an online package of resources around online safety produced by the NSPCC aimed at younger children, which may be more useful for primary teachers. https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/share-aware/teaching-resources/


AIMED AT This package: Ages 11-15 Childnet package: Ages 11-16 (also suitable for KS2, ages 7-11). Public Health England ‘Rise Above’ packages: Ages 11-16. Share Aware packages: Aimed at ages 5-11. WHAT’S INCLUDED IN THIS PACKAGE • Downloadable Lesson plan • Links to videos OBJECTIVES 1. Identify what they use the internet for and what risks can arise when doing so 2. Explain what is meant by banter, cyberbullying and malicious communications 3. Explain what steps to take if you are receiving offensive/upsetting messages online. 4. Explain how the police deal with a report of cyberbullying 5. To know how to get help and support. WHAT YOU NEED • Computer with projector • Internet access • A3 paper and pens • Online activity worksheet and answer sheet LESSON TIME Up to 60 minutes (depending on activities selected) PREPARATION TIME Approximately 30 minutes (allow time for printing and familiarisation).


Lesson plan INTRODUCTION (2-3 minutes) SAFE LEARNING ENVIRONMENT Cover the rules which normally apply in your educational setting, which should include: • Let other people talk and listen without interrupting. • Be respectful. • Do not use bad language and try to use language that won’t offend or upset

anyone. • Use the correct terms – if you don’t know them ask for help. • Comment on what was said, not who said it. • Avoid sharing your own experiences • Never share your friends’ personal experiences • Don’t ask personal questions. • Try not to judge others. • Explain to students that if they are affected by anything talked about today, please

speak with the class teacher. DISCLOSURE OF SENSITIVE INFORMATION Any information shared will remain confidential unless any person has been highlighted as at risk and action needs to be taken. EXPLAIN THE OBJECTIVES • Identify what they use the internet for and what risks can arise when doing so • Explain what is meant by banter, cyberbullying and malicious communications • Explain what steps to take if you are receiving offensive/upsetting messages online. • Explain how the police deal with a report of cyberbullying • To know how to get help and support. WHAT DO YOU DO ONLINE? (10 minutes) Board blast social media app and gaming platforms that the group use (E.g: Instagram/Snapchat/Messenger/Twitter/Facebook/WhatsApp/Pinterest/Tumblr/ Minecraft/Fortnite) Pass out worksheets to class and ask them to complete.


Say to the class: There are lots of pluses to using social media, and in today’s world we would now struggle without the internet. But we are going to look at some of the problems it can cause. BRIEF RECAP OF INTERNET SAFETY Keeping safe online includes, passwords, not giving our personal information and being aware of your digital footprint. Discuss the worksheet answers. Ensure the class cover the following ways of keeping themselves safe: • Never divulging passwords to anyone. • Using different passwords for different accounts. • Not using easy-to-guess passwords • Never giving out personal information to anyone • Not accepting/sending friend requests to/from people you don’t know in real life

(there may be exceptions to this, such as following celebrity accounts on Instagram).

• Always telling an adult if you are approached by someone online who you don’t know who asks you for personal information and/or tells you not to tell anyone.

• Being aware of your digital footprint – that what you post stays out there forever and can be searchable by other people, who can see everything you’ve posted and work out a lot about you.

(Avon and Somerset offer separate lesson plans around the risks of online grooming and child sexual exploitation). CYBER-BULLYING (10 mins) Divide the class into groups of 4 or 5 and give each group a piece of A3 paper and some pens. Ask them to write down what they think the following terms mean: • Banter (aka Teasing/Joking) • Bullying Place the answers at the front of the class room and discuss the answers. Ensure the group are able to understand there is a difference between teasing and bullying (referencing the definitions below), even if the line between the two is in different places for different people: Banter: The playful and friendly exchange of teasing remarks (Oxford English Dictionary). Bullying: Seeking to harm, intimidate or coerce someone (Oxford English Dictionary).


Explain that cyber bullying is simply bullying that takes place online. You could describe it as the use of ICT, particularly mobile phones and the internet, to deliberately upset someone else. Ask the class to discuss the different ways of bullying someone online: Eg directly insulting them, making ‘jokes’ at their expense, making threats, unpleasant comments about someone ‘fictional’ who is clearly identifiable as a real-life person, setting up social media groups and deliberately excluding someone from it to make them feel bad, hacking someone’s accounts and disabling them or posting on them pretending to be them). VIDEO WITH Q&A SESSION (10 minutes) There are two videos you can choose from to use in this part of the lesson. The first is an internationally renowned, real-life example of cyber-bulling from Canada which resulted in a suicide. Please be aware this is hard-hitting and you are advised to watch the video beforehand to assess its suitability for your class. The second is fictional, based on issues around sexual orientation, and has been designed to facilitate discussion around the topic of cyberbullying. For either video, divide the class into groups of three or four and get them to discuss the questions below each video. You can get them to write this down on A3 paper to present their answers back to the class. 1. CASE STUDY: AMANDA TODD https://www.youtube.com/watch?v=_gycqAJcDFM (8 minutes). Questions to ask after video: • Where do you think the situation turned from banter to bullying? • How did it made her feel? • ‘If you were her friend, how would you have tried to support her?’. 2. CHILDNET ‘GONE TOO FAR’ VIDEO http://www.childnet.com/resources/pshetoolkit/cyberbullying/gone-too-far (6 minutes) (6 minutes). NB: Before the video explain to the class that they will hear the word gay being used in an insulting way as part of the video. It is important they know that using language in this way would make it a hate incident or in some cases even a hate crime (Explain hate incidents and hate crimes will be discussed later).


QUESTIONS TO ASK AFTER VIDEO: 1. At what point do you think teasing became bullying? (e.g. spreading the pictures) 2. Was there anything about Jason that made him vulnerable? (e.g. he was new) 3. Who started the bullying? 4. How did other people make the situation worse? (e.g not standing up for Jason,

laughing along or forwarding the pictures). 5. Why do you think they did this? (e.g. scared of becoming targets themselves). 6. What did Jason do? 7. What could Jason have done differently? (Answers: told a trusted adult sooner,

ignored the comments, blocked people, reported to social media companies, taken screenshots to use as evidence).

BULLYING OR JUST A JOKE? (5 minutes) This activity is based on the Childnet Activity: ‘Where is the Line?’ If you prefer, you can run this activity directly from those resources, which contain social media posts in a power-point presentation: http://www.childnet.com/resources/pshetoolkit/cyberbullying) Tell the class they are going to hear examples of posts on social media. They have to decide if they think it is just a joke or whether it is worse than that and is actually bullying. After making up their minds, they have to stand in the relevant area of the room. After each question, ask people to say why they thought it fell into the category they chose. For those in the bullying ‘camp’ ask whether they think the bullying has crossed the line into being against the law. Ask what the consequences might be if you were reported to police for this. 1. Instagram account accessible to friends: Picture of someone from the school with

comments like: This girl is so ugly! 2. Whatsapp group message: Picture of someone doing something embarrassing

(e.g. showing their underwear accidentally when falling over or stepping over something) with comments: Haha!

3. Messenger exchange of insults between two people who know each other saying things such as Hate you, hate you too and emojis blowing kisses in a sarcastic way.

4. Messenger exchange where one person is unknown saying to the other: You’re a loser. I’m going to get you. I know where you live. I’m going to mess you up.

5. Twitter comments on an individual at the school who played really badly in a team football match, where some users are making comments such as ‘should be chucked off the team’.


WHEN DOES BULLYING BREAK THE LAW (7 minutes) Give the class the following information: The Malicious Communications Act of 1988 and the Communications Act of 2003 are laws which make it illegal to send another person an indecent, obscene or grossly offensive electronic communication (e.g. messages or pictures) in order to upset or distress them. They also make it illegal to send threatening communications either through direct messaging or through social media apps. The Protection from Harassment Act of 1997 makes it an offence to harass someone repeatedly. This includes online. There is no legal definition of harassment but it is generally taken to mean causing someone alarm or distress in way that has an impact on their life. Ask the class as a whole to shout out examples of cyber bullying which they think might be cross the line into being illegal. GETTING HELP (5 minutes) Either divide the class into groups of 4 or 5 and ask them to write down their answers on A3 paper, or using a whiteboard invite members of the class to come to the front and write down their ideas. Ask them what they think they can do if they are victims of cyber bullying or what they could do if they think someone else is. Try to ensure you have covered the following: • Tell a trusted adult for example a teacher/parent/older brother or sister who is 18+ • Keep the evidence (do not delete texts or media messages. Screenshot pictures). • Inform your school/college • Report to Social networking site (report abuse button on the websites) • Contact your phone provider and block the number • Get help and advice from online sources such as Beat bullying website

www.bullying.co.uk or www.thinkuknow.co.uk or Childline 0800 1111 https://www.childline.org.uk/get-support/

If these measures don’t stop and the behaviours towards you and continues to upset you then you can report it to the police. Ask the class what they think they SHOULD NOT do: Do not get involved in exchanging messages/pictures (you or anyone else). Bullies thrive on the reaction. It is far better to ignore or tell them to stop only once and then stop. If you have done this and also blocked them, it helps the police build a case. If you have sent just as many abusive messages as the person trying to bully you, it weakens your case a lot.


INVOLVING THE POLICE (3 minutes) Ask the class how they would contact the police if they were being bullied to the point where and felt the police needed to get involved. They can: • Call 101 • Report it online at the Avon and Somerset website:

www.avonandsomerset.police.uk/report • Speak to their designated school officer (if they have one) • Ask a member of staff or a trusted adult to report it on their behalf. Tell the class that a police investigation will involve: • Speaking to all parties involved • Gathering evidence – The police may end up going to your home and seizing all

your electronic devices to look for evidence on them. The police can hold on to your devices for as long as it takes them to deal with the case – sometimes many months – and they do not need your consent to access your personal files.

What might be the consequences? • The police know that teenagers don’t always act like adults and may not always be

aware of the consequences. This is why they will want to speak to everyone involved. The effect on the victim, the extent and nature of the bullying, the bully’s awareness of what they are doing – all these factors will influence the police decision on how to deal with an incident.

• Sometimes the police may decide that it is better if they don’t get involved, and they may advise everyone involved, and the school and parents, on what to do instead.

• In more serious cases, they may decide that they have to prosecute to put an end to the situation and protect the victim.

• There are a range of options in between, such as a community resolution (where the offending person signs a formal agreement admitting what they have done and listing what they are going to do to ‘make it right’), or a formal police caution. If you are prosecuted and convicted, you will end up with a criminal record. Even if you are dealt at a lower level, your involvement with the police could be disclosable to employers or organisations when you apply for certain types of jobs in the future.


CLOSING DISCUSSION (5 minutes) Go round the classroom asking each child to state either something they’ve learned from today’s lesson or what they would do to get help if they or someone they knew was being bullied. Ask if anyone has any questions.

Digital Resilience Cyber Bullying Lesson Plan€¦ · worksheet activities. The Childnet package is...

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